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PP Proposed Spend 2019-20

Pupil Premium at Shirley Infant Proposed Spend for 2019-20

Research undertaken by the NFER has identified 7 building blocks that are common in schools which are more successful in raising disadvantaged pupils’ attainment.

  1. Whole school ethos of attainment for all
  2. Addressing behaviour and attendance
  3. High quality teaching for all
  4. Meeting individual learning needs
  5. Deploying staff effectively
  6. Data driven and responding to evidence
  7. Clear, responsive leadership
  1. We aim to ensure that every child leaves Shirley Infant School and Shirley Junior School excited about learning and determined to succeed.  We want to equip them with confidence, resilience and a passion for justice and equality.  These qualities will enable them to thrive and to champion kindness and fairness at all stages of their future lives.

Proposed Intervention

Intended Outcomes

How will this address Barriers to learning?

How will the school measure the impact?

Pre teaching overview

The pre-teaching curriculum will continue for every topic in every year group.  Before each topic each PP child will receive pre-teaching support to enable them to access their current topic, therefore becoming mini experts. 

Pre teaching activities will support pupil’s acceleration in their leaning.  It will equip them with key vocabulary they will need for their topic, therefore, preventing barriers to children achieving key elements of the Year group’s objectives.

Year leaders will monitor the children who are using the support at home and compare progress with children who are not demonstrating using this extra support at home.

ELSA support TA

Improved engagement and behaviour for learning shown in class resulting in progress made.

The Education Endowment Foundation reports that social and emotional development impacts positively on attainment (+4 months).

Provision will be tailored to pupil’s specific need ie targeting with key aspects that affect their learning ie, dealing with emotions, making friends, dealing with family bereavement.

Sutton Trust ‘’ Existing evidence suggests that SEL strategies can have a positive impact on social interactions, attitudes to learning, and learning itself. On average, children who follow SEL interventions make around three additional months’ progress in early years settings and reception classes. Though, on average, all children benefit, there is also some evidence that social and emotional approaches can benefit disadvantaged children more than their peers.

Progress against age related expectations in PSHE.

Number of children who have repeated 6 week interventions will be reduced.

CPOMS incidents reduced for specific children behaviour.

Precision Teacher

Precision teacher will pick up children in Year 2 who still have considerable gaps to diminish the difference until Christmas.  From the Spring term 2019 Precision teacher will focus back on new Year R children, therefore, shifting the focus to catching children earlier and diminishing the difference earlier stopping gaps from appearing.

Precision teaching will target the pupil’s gaps and closely monitor improving progress in class.  Pre teaching will enable pupils to engage in learning with a better understanding of the concept.

A widening range of evidence of impact is captured – pupil and parent questionnaires pre and post intervention, work scrutiny, observations of learning, conferencing activities, standardised testing analysis,

Reading packs

To increase the love of reading for this key group and give them opportunities to develop their self esteem and increase confidence in their early reading skills.

Reading packs to be sent home with children to enable them to consolidate their fluency at the appropriate stage for their phonic development.


Children will be baselined on their current reading ages and tracked every 6 weeks to monitor impact.  Children will accelerate within their reading age from the support resources at home.

Focus disadvantaged children who are also in other vulnerable groups 

SEND and EAL PP children across the school to make accelerated progress.

Current data indicate that SEND PP and EAL PP children are making less progress than their non PP peers.

Monitoring by Year Leaders, subject leaders, PP lead, SLT and SENDCO. Discussion at pupil progress meetings and close monitoring of individual pen portraits

SEND PP and EAL PP children across the school to make accelerated progress.

Talk time group

To improve the baseline of PP children entering Year R with limited vocabulary and poor speech.

Delayed speech and language can hinder their self-esteem and potential cause emotional stress.  A pupil’s sentence structure and phonic development can hinder their progress in Phonics and English particularly.  Physical development with the muscles in a child’s mouth can delay their sound pronunciation and speaking development.

Pupils will make progress against ECAT and will be working at age by the end of Year R.  Pupils who do not meet age will be carefully tracked into Year 1 closing gaps rapidly depending on start point.

Philosophy 4 Children focus group

PP lead teacher to work with pupils in Year R to focus on an enquiry based approach opening up children’s learning through the exploration of ideas.  It will give the children the possibility of seeing that their ideas have value, and that others have different ideas that have value too.

The Education Endowment Foundation suggests that small group tuition has a positive impact for relatively modest expense (+4 months).

Develop pupil’s confidence, patience and self-esteem​.  The enquiry based approach open’s up children’s learning through the exploration of ideas.  It gives children the possibility of seeing that their ideas have value, and that others have different ideas that have value too.

They have the confidence to ask questions and learn through discussion.

They have a chance to speak and be heard without fear of getting an answer wrong so their

Intelligence grows.

Research from Sutton Trusts states it gives children who are not considered “academic” a voice and a chance to flourish. It than gives the “academic” children a chance to think outside the box and to see that the non-academic have inspiring ideas.  It gives all children value.

Boxall assessments will show children’s progress.

PSHE assessments will demonstrate children’s achievement.

Improve the self-esteem and confidence of PP children.

Family Support Worker

To continue to reduce the number of FSM pupils whose attendance falls below 96%

To demonstrate improving attendance for any FSM pupil who are currently PA

Paired reading programme targeted to key  families

Pupils will be in school and be able to access the support and pre-teaching opportunities that have been prepared for them.

Family support worker to run training programme for identified families who’s children who are not making the expected progress.

Sutton Trust supports ‘’ Actively involving parents in supporting their children’s learning and development. Strategies include: approaches that encourage parents to read and talk with their children at home or to participate in activities in the early years setting; programmes that focus directly on parents themselves, for example, providing training in parenting skills or adult numeracy and literacy support; and more intensive programmes for disadvantaged families or families in crisis, for example, through schools appointing a family liaison that work with parents through either home visits or other targeted approaches.  

The proportion of pupil premium PA will decrease overtime.  School will maintain its high position of attendance across the LA.

Within the targeted families we will see an increase in the children’s reading age and therefore diminishing the difference of their gaps in their reading attainment.

PP Lead

(Assistant Head)

Interventions have an impact on learning. Data is analysed in order to identify gaps and areas to develop. Clear action planning drives provision forward.

Monitor and improve pre teaching curriculum for each year group.

Monitor group’s attendance. Poor punctuality can cause pupils to miss key aspects of leaning and miss the welcoming of each school day.  Therefore, sometimes causing anxiety about entering the classroom’s after registration with their peers

Having a designated leader for PP enables careful monitoring of this group of pupils. It also means strategies to be tailored to the needs of our children and families and embed a whole school ethos of aspiration and attainment in line with the findings of the NFER Supporting the Attainment of Disadvantaged Pupils: Articulating success and good practice (NFER, November 2015).

All staff trained to deliver quality first lessons to impact on attainment and progress.  Provision can be changed as necessary and impact of interventions tracked closely to diminish the difference between disadvantaged and non-disadvantaged groups.

Set pre-teaching curriculum overview to ensure all children have first hand opportunities to relate to.  Some children who are eligible for pupil Premium funding may not been able to have the life experiences their peers have had.  This can mean that possibly they have had less opportunity to access a range of enrichment experiences that could support them in accessing the curriculum.  We strive for all our children to have high aspirations for themselves linking to our statement.

‘Every child, Every chance, Every day.’

PP leader to meet with PA families 2018/19 in Autumn 1 to discuss attendance during last year and set expectation and create bespoke support packages to increase attendance. Track attendance of children were PA and ‘at risk of PA’ during last year on a weekly basis to enable rapid intervention. Tracking of individual children weekly. Class teachers made aware of children of concerns as soon as attendance begins to drop to enable rapid response.

For some poor behaviour impacts hugely on learning and impacts on pupil’s outcomes and achievement.

Low self-esteem and emotional and behavioural needs can restrict a pupil from accessing their learning

Data analysed and gaps identified.  Key priorities identified which moved progress and attainment forward.

Pen portraits written for every disadvantaged pupils to track interventions and progress across both schools will show the child’s individual progress and clearly tracked next steps and barriers to learning.

By the end of Year R all disadvantaged children will leave year R achieving PSE early learning goal

By the end of Year 1 we expected Year 1 to leave at ARE in 2 core subjects

By the end of Year 2 we expected our Year 2 to leave at ARE in 3 subjects.

Pupils with significant needs are carefully tracked against own assessment from starting points and show progress through Learning logs

School pack


Year R Children allocated per year:

2 jumpers/cardigans

Water bottle

This change to only offer to Year R was made to increase spend on pre-teaching resourcing  to increase level of impact on progress and attainment

Children feel a sense of belonging therefore giving them Every chance, Every day to achieve and inspire aspirations.

Attendance will stay one of the highest in the city as the children want to be a part of our family and community and having the identity will ensure they feel this.

School trips

Engaging pupils and increasing their real life experiences which support their learning, leading to increased attainment.

Real life experiences allow pupils to relate to curriculum and develop spoken language. Increased self-esteem.  Inspiring aspirations and giving all children the same start point and experiences.

Increased attendance, Engagement and attainment increases as real life experiences enable pupil’s vocabulary to broaden which allows them to access the topic and use and understand topic words to develop the flare in their writing.


Ensure a range of resources support children’s learning through visual, practical and stimulating resources. PP support teachers are equipped for out of class interventions.

Colourful Semantics provision for Year R and children with language barriers. 

ECAT assessments carried out on all children in Year R.

Boxall assessments carried out on all Year R children for PSE.

Children who do not achieve Expected in PSE Boxall assessments are continued and targeted on Pen portraits.

Year 2 focus on EPP children who did not pass the phonics test 27% (3/11)

Children’s early reading skills underpin all learning and are a continued focus for the school.  Phonic ability to be tracked more closely to progression and books for individual reading to allow the child to make the appropriate progress to diminish the difference in their learning. 



Pre teaching curriculum will allow children to have prior knowledge of the topics, therefore being more familiar with vocabulary, texts, experiences and emotions related to the theme to draw on in their learning.

PSHE topics support pupil’s dreams and aspirations for future careers.  Themes support children with their rights and responsibilities, dealing with emotions, discussing life choices,

Sutton trust supports this ‘Overall, studies of communication and language approaches consistently show positive benefits for young children’s learning, including their spoken language skills, their expressive vocabulary and their early reading skills. On average, children who are involved in communication and language approaches make approximately six months’ additional progress over the course of a year. All children appear to benefit from such approaches, but some studies show slightly larger effects for children from disadvantaged backgrounds.

Education Secretary Damian Hinds said:

‘Giving every child the best start in life means making sure the right early development opportunities are in place. That starts in the home, which means giving parents the confidence to help their children read, learn new words and social skills at an early age.

Children from disadvantaged backgrounds or those with additional needs can face the greatest barriers in their early development, so it is important that where that help is needed it is in place as early as possible – such as through our free childcare for two-year-olds from lower income families which is used by more than 70% of those who are eligible.’

Children’s reading skills will be in line with Phonic ability and therefore, allow the child to make the appropriate progress to diminish the difference in their learning. 

Monitoring increased outcomes, attainment and progress.  End of year expectations for Year R and 2. 

Phonics test for Year 1.  Progress overtime will be tracked and in house bench marking system will show when interventions need to be introduced or changed.

ECAT records will show children’s development in their speaking and listening skills.  Activity impact sheets will demonstrate number of children achieving or exceeding set targets.

100% of children passing retake phonic test in Year 2 will increase.


Pupils are provided with an opportunity to participate in an extracurricular club to develop social skills, and a widen opportunity of possibilities for their dreams and aspirations.  Studies have shown that children’s handwriting skills link to their early physical development and if gaps are missed here they can have a detrimental effect on later gross motor skills and fine motor skills, ie handwriting.

Confidence, sense of team spirit and values and self-esteem are raised enabling further engagement and strive for future possible aspirations.

Tracking of take up by PP children; active encouragement of PP children and their parents to participate; active monitoring and removal of barriers to PP children’s participation. Payment for PP pupil’s music lessons, visits and reduction in the cost of residential visits.

Increased fitness levels. Increased engagement with Sport. Opportunities for competitive activities. Increased resilience and perseverance. Improved interaction with peers.

Pupils coordination will be improved and impact on their handwriting allowing them to meet set criteria within Physical development in Year R and Key Stage 1 ARE and GD in writing (SEE BOOKS).

100%  PP children will have attended at least one club by the end of the year

Paired reading programme with Buddy



Children will have a buddy who will support them in improving their reading attainment – decoding and comprehension of words and text  

Improved attitudes to reading for pleasure and increased amount of reading outside of school

Increased confidence and enjoyment of reading

Increased sense of belonging in the school community

Increased confidence and enjoyment of reading

Interaction with a positive peer role model – learning from their positive behaviour

Personal 1-to-1 attention, allowing them to work at their own pace.  Increased sense of belonging in the school community

Department for Education and The Rt Hon Damian Hinds MP‘These children are more likely to struggle with language and literacy skills when they arrive at primary school than their peers.

Studies have shown that helping parents and giving them the confidence to work with their children on speech and language is one of the most effective ways to ensure children arrive at school with the right foundations for a successful education.

Research shows that where there is a ‘word gap’ – the gap in communication skills between disadvantaged children and their peers - it can have a long term impact on a child’s education, so projects like these will help close it once and for all.’

Improved reading attainment – decoding and comprehension of words and text.

Reading achievement will increase from baseline sliding scales to increase pupils reading age.

Play Therapy

To support a very small number  of children to deal with emotions that ELSA is unable to support in sufficient area of childs needs.  Boxall assessments show very limited progress.

Children will be able to deal with previous experiences in a safe way allowing them to form close trusting relationships and therefore be ready to access their learning.

Small steps will be evident on children’s Boxall Assessments and SEND assessment sheets.

Lunchtime intervention

For targeted PP pupils, reduction in reported incidents through the lunchtime period.

Continued from success of last year’s intervention.  System carried on but continued concept of Art club introduced to develop confidence and self-esteem of key focus children.   Other EPP children were selected to attend the group to boost friendships and self-esteem.

There will continue to be a low percentage of behaviour incidents logged on CPOMS and blue slips handed out.

Total estimated cost for provision